Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Michael Sampson

Second Advisor

Clare Waterman

Abstract

The present study explored literacy educators’ levels of curriculum autonomy, teaching self-efficacy, collegiality, collaboration, differentiation of instruction, and adaptive teaching with respect to school district socio-economic status, degree status, curriculum delivery mode, curriculum used most often, and career stage. The present study also examined the extent to which curriculum autonomy, teaching self-efficacy, collegiality, and collaboration predicted literacy educators’ differentiation of instruction and/or adaptive teaching after accounting for statistically significant background variables (demographic or curricular). Levels of curriculum autonomy, teaching self-efficacy, collegiality and collaboration were explored as characteristics associated with teacher professional identity. Levels of differentiation of instruction and adaptive teaching were explored as indicators of engagement in the art of teaching reading. Participants were 99 licensed public school literacy educators (kindergarten – grade 12) employed in one U.S. Northeastern state. Quantitative methods were used to analyze responses to items on measures of curriculum autonomy, teaching self-efficacy, collegiality, collaboration, differentiation of instruction, and adaptive teaching. Results indicated significant differences in participant levels of curriculum autonomy based on curriculum used most often; teaching self-efficacy based on career stage; and adaptive teaching based on school district socio-economic status. The variables characterizing teacher professional identity collectively predicted differentiation of instruction, with self-efficacy and collaboration making significant individual contributions. Accounting for school district SES, the teacher professional identity variables collectively predicted adaptive teaching, with teaching self-efficacy and curriculum autonomy making significant individual contributions. Results were discussed with respect to implications for the current state of the literacy education profession. The data suggest that literacy educators do indeed engage in some degree of differentiation or adaptation of instruction.

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